EXAMINING THE CASE FOR "AFRICAN-CENTRED " SCHOOLS
Bibliographic record
Abstract
ABSTRACT. This paper examines the call for "African-centred " schools in Ontario, and identifies the challenges posed by such schools for Canadian students, parents, educators, and administrators. The author uses the narrative discourses of Black youths in a Canadian inner city relative to their experi-ences in the public school system as one means of exploring the need and relevance of an "African-centred " school. The establishment of such a school is proposed as an alternative form of schooling for those youths whose needs are not served by the mainstream school system. The author argues for the establishment of such schools on an experimental basis, in direct consultation and meaningful partnership with students, educators, administrators, and the wider "local community.." RÉSUMt. Cet article étudie l'appel à la création d'école "à caractère africain " en Ontario et identifie les défis que posent ces écoles aux étudiants, parents, enseignants et administrateurs canadiens. L'auteur se base sur les récits que des jeunes Noirs d'une ville canadienne font de leur expérience du système scolaire public pour étudier le besoin et la pertinence d'écoles "à caractère africain. " La création d'une école de ce type est proposée pour les jeunes dont les besoins ne sont pas couverts par le système scolaire dominant. L'auteur défend la création d'écoles de ce type à titre expérimental, en consultation directe avec les étudiants, les enseignants, les administrateurs et l'ensemble communauté, moyennant l'établissement de partenariats. Public schools are part of the normal, sanctioned institutions of soci-ety. Deviation within the school system cornes in varied forms and under myriad conditions, and is usually nOJ: without huge cost or pun-ishment to the perpetrators. Yet deviation within such school systems should be expected since social formations are not really designed to work to their full potential. A deviation often arises because of the nature of the school system itself, in terms ofhow it is run and by whom, what is taught and is not taught, who teaches what, how and why, and
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.006 |
| Meta-epidemiology (narrow) | 0.000 | 0.001 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.056 | 0.033 |
| Scholarly communication | 0.008 | 0.003 |
| Open science | 0.002 | 0.008 |
| Research integrity | 0.004 | 0.006 |
| Insufficient payload (model declined to judge) | 0.007 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".